ELA+2+Lesson+14


 * Topic: Helen Keller **

RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 - Describe how characters in a story respond to major events and challenges. RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.6 - Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RRF.2.3d - Decode words with common prefixes and suffixes. RRF.2.4a - Read with sufficient accuracy and fluency to support comprehension. W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Main idea and details
 * Proper nouns
 * Persuasive essay
 * Suffix(ly)
 * Summarize


 * Suggested additional readings: **
 * __Helen Keller__ by David A. Adler
 * __My Friend has Autism__ by Amanda Doering Tourville
 * __The Deaf Musicians__ by Pete Seeger
 * __Brave Norman: a true story__ by Andrew Clements
 * __Little Stevie Wonder__ by Quincy Troupe

Journeys lesson activities Brainpopjr - video about Helen Keller BookFlix - informational book about differences including abilities read aloud in English and Spanish KidsHealth - hearing impairment (English/Spanish) Great Ormond Street Hospital for Children, UK - article about participating in sports for those who use use a wheelchair Library of Congress - entry about Helen Keller Library of Congress - photograph of Helen Keller's childhood home Library of Congress - 1904 photograph of Helen Keller Library of Congress - letter dated February 19,1907 from Helen Keller to Alexander Graham Bell (see third page for signature) Enchanted Learning - printable proper noun exercises Brainpopjr - video about nouns
 * Resource Links: **

**Activities:** Student learning outcome: Identify and describe the main idea of a chapter in a fiction text using textual evidence. Use the main idea to create a chapter title for a chapter in a fiction text. Duration: approximately 50 minutes Necessary materials:

//Provided//:


 * Independent practice worksheet

//Not Provided//:


 * __Pinky and Rex and the Perfect Pumpkin__ by James Howe
 * Lesson plan

DIRECT TEACHING
Teacher will explain that important details from the text help us identify the main idea. We have been using these important details together with the title to identify the main idea. One may use the important details and the main idea to choose an appropriate title for a chapter. Teacher will read Chapter 4, “Goofus” in __Pinky and Rex and the Perfect Pumpkin__ by James Howe, without reading the title aloud. Teacher will chart important details from the chapter (finding the perfect pumpkin, carving the “Goofus” face, talking about traditions, Pinky saying maybe Rex can come to the family reunion next year, and Amanda making a face). Teacher will use these important details to identify the main idea and use the main idea to create a chapter title for the chapter. For example, details in the chapter emphasize the importance of family traditions such as carving “Goofus”. Pinky likes Rex to be involved in traditions but Amanda makes a funny face. The main idea of this chapter is that traditions, like carving Goofus, are important to everyone. A good title for this chapter could be “Family Traditions” or maybe “Goofus.” Teacher will show the class the title of the chapter and discuss why it is a good title. Ask: "How did I choose a good title for the chapter?" Students should respond that you read the chapter and paid close attention to important details. Those details were used to determine the main idea or theme of the chapter and thought was given to finding a word or phrase that represented that.
 * TIP:** Scaffold student learning by reading a paragraph aloud and having students practice creating a title for the paragraph. Once students are successful with this, move on to creating a new chapter title for an entire chapter.
 * ===THINK CHECK===

Teacher and students will read chapter 5 from __Pinky and Rex and the Perfect Pumpkin__ and identify the important details in the chapter. We will choose a chapter title based on the main idea. ReadWorks - main idea graphic organizer
 * **GUIDED PRACTICE**
 * TIP:** Use a graphic organizer or a visual aid for students when charting evidence from the text to determine the main idea of a chapter. For instance, you can use a diagram of a hand, writing the main idea in the palm and supporting information and evidence in the fingers.

Students will listen chapter 6,“A Terrible Thing, is read aloud.” Do not read aloud the chapter title. They will determine the main idea of the chapter. Teacher will create a title for the chapter based on the main idea and explain why you chose this title. (Student Independent Practice is provided below in Teacher and Student Materials.) Note: Teachers may want to share all of the titles and have students discuss and debate which is the best based on the main idea of the chapter. Finish reading the last chapter of the book after the lesson.
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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